Critical reflection and system-oriented design – Awareness and amending expertise through education for sustainable consumption

  • Eva Lutnæs Høgskolen i Oslo og Akershus
Keywords: Critical reflection, education for sustainable consumption, System Oriented Design

Abstract

Education is promoted as a powerful tool in the transformative process deemed necessary to limit climate change. The article explores five texts on reflective inquiry (Dewey, Freire, Schön, Mezirow and Brookfield) and asks how each of them might inform the education of aware, critical and empowered consumers. Across different agendas, the texts share a structure of four phases in how they describe reflective inquiry as a distinctive operation of thought. The texts provide descriptions on how to unearth the current state of the art, but there is less elaboration on how to get from awareness and criticism to transformation. To trigger an exploration of new modes of production, trade and consumption, the article proposes a model that coins the four phases of reflective inquiry with methods from Systems Oriented Design. 

Author Biography

Eva Lutnæs, Høgskolen i Oslo og Akershus
Institutt for estetiske fag
Fakultet for teknologi, kunst og design
Published
2015-12-31
How to Cite
Lutnæs, E. (2015). Critical reflection and system-oriented design – Awareness and amending expertise through education for sustainable consumption. FormAkademisk - Research Journal of Design and Design Education, 8(3). https://doi.org/10.7577/formakademisk.1433
Section
Articles